Browse Public Designs
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ShareStream Self-Paced Training Unit
Description:
This design provides guidance for a self-paced unit (created with Blackboard Learn) addressing professional learning for university staff in the effective use of rich media in education, and the implementation and effective use of ShareStream (media management system) within the learning management system. It is underpinned by the concepts of Constructivism through modelling; gamification; and collaborative learning through communities of practice. Learning is embedded in a realistic context relating to participants’ own educational practice.
Intended Learning Outcomes:
- Students will identify the different uses and benefits of rich media in education
- Students will demonstrate understanding of ShareStream tools within a Learnline unit
- Students will structure and implement the inclusion of rich media in a Learnline unit using ShareStream tools
- Students will reflect on and evaluate the effectiveness of the use of rich media in education
- This design enables students to develop communication, critical thinking and decision making skills
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Apologising for the Past
Description:
This unit of work is designed for stage 5 (year 10) history students to fit in with the new New South Wales Syllabus. As part of the Core Study- Rights and Freedoms the unit of work uses technology and a Guided Enquiry method or information literacy to give the students the students the chance to work collaboratively as a class and in small groups to present a cumulative piece of research. Focusing on the explanation of Kevin Rudd's sorry speech in 2008, the unit of work sets out to study the changes in the rights of the Australian Aboriginal people and the freedoms that occurred as a result of these.
Technology with access to the internet is essential in the completion of this unit.
Intended Learning Outcomes:
- HT5-5 identifies and evaluates the usefulness of sources in the historical inquiry process
- HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia
- HT5-7 explains different contexts, perspectives and interpretations of the modern world and Australia
- HT5-8 selects and analyses a range of historical sources to locate information relevant to an historical inquiry
- HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of the past
- HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences
- HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia
- HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
- HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia
- HT5-4 explains and analyses the causes and effects of events and developments in the modern world and Australia
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Stage 3 Unit of Work: Collaborative Creations in Computer Coding
Description:
This design experience enables students to work collaboratively in a constructionism-based problem-solving learning environment. Students will be using a visual programming environment to develop skills in problem solving, critical thinking, computational thinking and algorithmic thinking.
Intended Learning Outcomes:
- to develop computational thinking skills
- to develop problem solving skills
- to develop algorithmic thinking skills
- to develop critical thinking skills
- understanding of the commands and processes involved in solving problems in a visual programming environment
- understanding of the commands and processes involved in creating a design in a visual programming environment
- communication and decision making skills in a collaborative partnership
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New learning design
Description:
This design experience enables students to work collaboratively in a constructionism-based problem-solving learning environment. Students will be using a visual programming environment to develop skills in problem solving, critical thinking, computational thinking and algorithmic thinking.
Intended Learning Outcomes:
- to develop computational thinking skills
- to develop problem solving skills
- to develop algorithmic thinking skills
- to develop critical thinking skills
- understanding of the commands and processes involved in solving problems in a visual programming environment
- understanding of the commands and processes involved in creating a design in a visual programming environment
- communication and decision making skills in a collaborative partnership
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Copied: Exercise Professional Design
Description:
Pre-access course for Certificate IV in Fitness
Units of Competencies required:
HLTAID003 Provide first aid - core
SISXCCS001 Provide quality service - elective
SISFFIT001 Provide health screening and fitness orientation - core
SISFFIT004 Incorporate anatomy and physiology principles into fitness programming - core
SISFFIT003 Instruct fitness programs - core
SISFFIT006 Conduct fitness appraisals - core
SISFFIT002 Recognize and apply exercise considerations for specific populations - elective
SISFFIT005 Provide healthy eating information - core
SISFFIT014 Instruct exercise to older clients - coreIntended Learning Outcomes:
- To acquire the pre-requisite skills and knowledge required to access SIS40215 Certificate IV in Fitness
- To gain a vocational qualification in Fitness and seek employment as a Personal Trainer in the Fitness Industry
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